RJ02-Reflective Journal Entry 3- Formative Assessment - Due Saturday, March 5,2011
Develop a activity that you can use to provide formative feedback. Describe this activity, upload it, and link it to this entry.
Describe the concept that is difficult to learn or the misconception that this activity addresses.
Provide a link in your description to the appropriate GSE.
Explain how your activity allows you to assess your students' understanding, as well as the feedback that you will provide to help them correct their thinking.
Just recently, I had adapted a set of activities in which the students were exploring the idea of electromagnets. There are 2 activities that were paired together. The first activity began with the students creating a circuit without any instructions. After the students made the circuit, they proceeded with the rest of the activity which included some guided steps. They students were to make observations which included what were the interactions between the magnet and the circuit wire. After the students experience the magnetic field that was created by the flow of electricity the students were to make a claim about what they thought was occuring between the compass and the circuit and how the electricity was being created.The second activity built on the first. The second activity had the student beginning with the circuit created in activity one and had them exploring the idea of coiling the wire in the circuit. There were some guided questions that were designed to organize their thinking. Both of the activities were used to build on the bigger concept of an actual electromagnet. The students began an electromagnet lab after these two activities in the next class.
There were a few concepts that were difficult to learn that these activities addressed. One was the concept that electricity flowing through a circuit can create a magnetic field. The other concept that is difficult to understand is that if you coil the wire you create many tiny magnet which can combine their magnetic strength.
GSE:
PS3 (5-8) INQ+ POC –8
Use data to determine or predict the overall (net effect of multiple forces (e.g., friction, gravitational,magnetic) on the position, speed, and direction of motion of objects
PS3(5-6)-8
Students demonstrate an understanding of force (e.g., friction, gravitational, magnetic) by…
8d showing that electric currents and magnets can exert a force on each other
These activities allow multiple areas to assess the students understanding. I was able to assess their prior knowledge about circuits by having them set up the circuit without instructions. I was also able to assess the idea of magnetism. The students had just had direct instruction about magnetism in the classes that preceded these lessons. The activities allowed me to assess the information they had retained from those lessons. The structure of the lesson allowed me to assess the understanding different groups of about 2-3 people and if they were not understanding the difficult concepts I could use further questioning to help spark ideas in their thinking process. In addition I could provide positive feedback about those concepts they were understanding well. The activities also allowed me to assess the students pace of work. I was able to have all of the students start on the first activity at the same time. They were allowed to progress to the second activity once their group had check in with me and I was able to read over their answers.
RJ02-Reflective Journal Entry 3- Formative Assessment - Due Saturday, March 5,2011
Just recently, I had adapted a set of activities in which the students were exploring the idea of electromagnets. There are 2 activities that were paired together. The first activity began with the students creating a circuit without any instructions. After the students made the circuit, they proceeded with the rest of the activity which included some guided steps. They students were to make observations which included what were the interactions between the magnet and the circuit wire. After the students experience the magnetic field that was created by the flow of electricity the students were to make a claim about what they thought was occuring between the compass and the circuit and how the electricity was being created.The second activity built on the first. The second activity had the student beginning with the circuit created in activity one and had them exploring the idea of coiling the wire in the circuit. There were some guided questions that were designed to organize their thinking. Both of the activities were used to build on the bigger concept of an actual electromagnet. The students began an electromagnet lab after these two activities in the next class.
There were a few concepts that were difficult to learn that these activities addressed. One was the concept that electricity flowing through a circuit can create a magnetic field. The other concept that is difficult to understand is that if you coil the wire you create many tiny magnet which can combine their magnetic strength.
GSE:
PS3 (5-8) INQ+ POC –8
Use data to determine or predict the overall (net effect of multiple forces (e.g., friction, gravitational,magnetic) on the position, speed, and direction of motion of objects
PS3(5-6)-8
Students demonstrate an understanding of force (e.g., friction, gravitational, magnetic) by…
8d showing that electric currents and magnets can exert a force on each other
These activities allow multiple areas to assess the students understanding. I was able to assess their prior knowledge about circuits by having them set up the circuit without instructions. I was also able to assess the idea of magnetism. The students had just had direct instruction about magnetism in the classes that preceded these lessons. The activities allowed me to assess the information they had retained from those lessons. The structure of the lesson allowed me to assess the understanding different groups of about 2-3 people and if they were not understanding the difficult concepts I could use further questioning to help spark ideas in their thinking process. In addition I could provide positive feedback about those concepts they were understanding well. The activities also allowed me to assess the students pace of work. I was able to have all of the students start on the first activity at the same time. They were allowed to progress to the second activity once their group had check in with me and I was able to read over their answers.